1-ESS1-2   Earth's Place in the Universe

Students who demonstrate understanding can:

1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

5.PS2.B ; 5.ESS1.B

Common Core State Standards Connections:
ELA /Literacy -
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-ESS1-2)
W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-2)
Mathematics —
MP.2Reason abstractly and quantitatively. (1-ESS1-2)
MP.4Model with mathematics. (1-ESS1-2)
MP.5Use appropriate tools strategically. (1-ESS1-2)
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. (1-ESS1-2)
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (1-ESS1-2)

1-ESS1-2   Earth's Place in the Universe

Students who demonstrate understanding can:

1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

5.PS2.B ; 5.ESS1.B

Common Core State Standards Connections:
ELA /Literacy -
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-ESS1-2)
W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-2)
Mathematics —
MP.2Reason abstractly and quantitatively. (1-ESS1-2)
MP.4Model with mathematics. (1-ESS1-2)
MP.5Use appropriate tools strategically. (1-ESS1-2)
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. (1-ESS1-2)
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (1-ESS1-2)

1-ESS1-2   Earth's Place in the Universe

Students who demonstrate understanding can:

1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

5.PS2.B ; 5.ESS1.B

Common Core State Standards Connections:
ELA /Literacy -
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-ESS1-2)
W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-2)
Mathematics —
MP.2Reason abstractly and quantitatively. (1-ESS1-2)
MP.4Model with mathematics. (1-ESS1-2)
MP.5Use appropriate tools strategically. (1-ESS1-2)
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. (1-ESS1-2)
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (1-ESS1-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
1-ESS1-2-1 Evidence Statements
Related Example Bundles
1st Grade Thematic Model: Bundle 1
1st Grade Thematic Model: Bundle 2
1st Grade Thematic Model: Bundle 3
1st Grade Thematic Model: Bundle 4
1st Grade Topic Model: Bundle 1
1st Grade Topic Model: Bundle 2
1st Grade Topic Model: Bundle 3

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...